A Qualitative Study On The Non-teaching Burden Of Primary School Teacher

The burden of teachers in elementary and middle schools in our country has become one of the urgent problems to be solved among the teachers in the new era.In previous studies on the burden of teachers,researchers mostly took primary and middle school teachers as the research objects for overall discussion,and seldom conducted in-depth research on the burden of primary school teachers.In addition,the burden of primary school teachers is heavy,and the key is the increase in "non-teaching burden".Therefore,this research is based on the status quo of the non-teaching burden of primary school teachers and reflects on how to reduce the non-teaching burden of primary school teachers.In order to answer this question,this research analyzes the specific manifestations of the non-teaching burden of primary school teachers,and the influencing factors that cause the excessive non-teaching burden of primary school teachers.This thesis adopts the grounded theoretical research methods in qualitative research,and uses NVivo11 software to encode,classify and generalize the original text,and conduct an exploratory analysis of the specific manifestations and influencing factors of the non-teaching burden of primary school teachers.Studies have found that the non-teaching burden of primary school teachers is particularly manifested in two aspects:quantity and content.First,the non-teaching burden of primary school teachers is excessive in number.The heavy non-teaching burden occupies the regular teaching time of primary school teachers,forcing the total work.The time is prolonged,and the labor load consumed is too large.The second is that the non-teaching burden of elementary school teachers is manifested as too complicated in content,including numerous meetings,non-teaching teacher training,formal inspections and appraisals,continuous training rehearsals,overburdened poverty alleviation and mandatory network activities.At the same time,the analysis results of qualitative materials show that the influencing factors of the non-teaching burden of primary school teachers mainly include:time background factors,local education administrative department factors,school management factors and teachers’ own factors.Moreover,research has found that excessive social expectations induce elementary school teachers to work overtime,the trend of educational reforms has overwhelmed the learning of elementary school teachers’ ontological knowledge,and the lack of teachers forces elementary school teachers to take the responsibilities.The excessive use of education management power by local education administration departments and the excessive reliance on traditional education management methods have increased the non-teaching burden of primary school teachers.The school started to change management logic from the aspects of restructuring governance model,clarifying work boundaries and simplifying education management procedures.Primary school teachers’time management ability,role processing and self-cognition are the subjective factors that affect the non-teaching burden of primary school teachers.In view of this,the main strategies for reducing the non-teaching burden of primary school teachers in the future:the society can spread the correct concept of home-school cooperation by publicizing the important value of teachers.The education department should rationally position the educational management authority,and inspect and supervise scientifically.The school started to change management logic from clarifying work boundaries,reconstructing governance models,and simplifying education management procedures.Primary school teachers need to take the initiative to enable themselves to have the ability to manage their own time reasonably,to actively defend their own rights and interests,and to obtain a sense of satisfaction from education.